NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1177005
Record Type: Journal
Publication Date: 2018
Pages: 23
Abstractor: As Provided
ISSN: ISSN-1938-8071
Communicating Like an Artist: Disciplinary Literacy Instruction in Elementary Visual Arts
Buelow, Stephanie; Frambaugh-Kritzer, Charlotte; Au, Christopher
Literacy Research and Instruction, v57 n3 p232-254 2018
The purpose of this qualitative case study was to examine how preservice teachers constructed meaning of the disciplinary literacies instructional practices in visual arts. Using social constructivism and social constructionism lenses, we combined directed content analysis and the writing process as analytical tools to understand our data. Five findings emerged--preservice teachers: (a) utilized instructional practices to teach comprehension with the complex texts of visual arts; (b) supported students' academic knowledge gaps in visual arts; (c) taught the academic vocabulary unique to visual arts; (d) used customized literacy strategies unique to visual arts; and (e) included instructional spaces for the inquiry process. We assert that in socially constructed environments, preservice elementary teachers can realize disciplinary literacy instruction in visual arts.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A